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Telling Tales: Changing discourses of Identity in the 'Global' UK…
Telling Tales: Changing discourses of Identity in the 'Global' UK-Published English Language Coursebook
INTRODUCTION
Coursebook - a cultural artefact
Broader systems of relations(Lave & Wenger, 1991)
Why a particular coursebook is as it is?
What is discourses of identity? Its relationship
with CDA (Critical discourse analysis)
Narratives and identities;
Social, cultural and historical narratives;
Culturally dominant or secondary narratives
'regimes of truth', 'orders of discourse'
(Foucault, 1980);
'technologization of discourse'
(Fairclough, 1995)
'recontextualizattion' (Bernstain, 1990)
Vertical discourse VS horizontal discourse
The content of English coursebook is 'reframed, reinterpreted and rewritten by students'
counter-discourses' (Canagarajah, 1999)
EXPLORATION
changes and developments in the coursebooks
published in 1971 and 1999 in the UK
core coursebooks were selected used in
British Council recognized language centers
determining overall orientation of the coursebooks;
changes in cultural orientation in Kernel Intermediate
and Cutting Edge books
analysis of opening units of six coursebooks based on Altheide's model of Ethnographic Content Analysis (1996)
qualitative and quantitative content analysis of 12 CBs using 8 categories: which topics were included; types of people represented; prioritized language elements and communication; types of settings and contexts; how the learner is positioned; types of texts and their resources;task types and visual images
INCREASING CENTRALITY OF LEARNER
changing tasks which ask students themselves
rather about others between 1971 and 1999
Comparison of tasks in Kernel Intermediate, Headway Intermediate, Reward Intermediate, Cutting Edge Intermediate (1999) and Speakout Intermediate (2011)
more tasks about personality, personal qualities,
family, possessions and healthy lifestyles, interests
more focus on personal change over the
series of the coursebooks analyzed
'life map' -> past, present, future (different ages, self-improvement, plans for future, life's ups and downs,
self-esteem, changing attitude towards health and etc)
REASONS FOR CHANGES
Changes in language teaching/learning methodology
call for learner self-direction and
autonomy learner-centredness
sophistication in frameworks for
communicative materials and task design
'Discourse of individualism'(Wetherell & Maybin, 1996)
'Western' tendency of social lifestyle
'grand narrative' and 'meta-narratives' of modernity